Ei-iE

The 10th Education International (EI) World Congress, meeting in Buenos Aires, Argentina, from 29 July to 2 August, notes that:

1. Disability is not an inherent trait of an individual but rather a result of social, environmental, and attitudinal barriers. These barriers can be physical, like buildings not having accessible toilets, or they can be caused by people's attitudes to difference, like assuming people with disabilities can't do certain things.
2. Negative attitudes based on prejudice or stereotype can stop people with disabilities from having equal opportunities.
3. Traditional views start from the perspective of what is 'wrong' with the person, not what the person needs. We believe this creates low expectations and leads to people losing independence, choice and control in their lives.

Congress acknowledges:

4. The role of society in creating barriers and commits to creating an inclusive environment where all individuals, regardless of their abilities, can fully participate and thrive. This is true both for education personnel and the pupils and students they support.
5. The importance of ensuring public resources, initial and ongoing training, and the necessary working conditions for creating inclusive learning and teaching environments.
6. Congress emphasises the following principles:

• Social Model of Disability: Adopt the social model of disability which focusses on addressing/challenging the societal barriers faced by people with disabilities not their disability.
• Focus on Removing Barriers: Disability is not solely the result of an individual's impairment but is largely influenced by societal barriers such as inaccessible infrastructure, discriminatory practices, and negative attitudes. We must prioritise identifying and removing these barriers to create a more inclusive society.
• Promotion of Accessibility: Access to education and other essential services should be ensured for individuals with disabilities. This includes physical accessibility as well as the availability of sufficient numbers of multi-professional teams of trained teachers and education support personnel (ESP) with secure contracts and competitive salaries. This also includes the provision of assistive technology and reasonable accommodations to facilitate full participation.
• Empowerment and Participation: Individuals with disabilities should be actively involved in decision-making processes that affect their lives. Their perspectives and experiences should be valued and incorporated into policies, programs, and initiatives aimed at promoting inclusivity and accessibility.
• Recognition of Diversity: Disability is a diverse and multifaceted experience that intersects with other aspects of identity such as race, gender, sexuality, and socioeconomic status. We must recognise and address the intersecting forms of discrimination faced by individuals with disabilities from marginalised communities.
• Education, Awareness and Training: Promoting awareness, training and understanding is crucial in challenging stereotypes, combating stigma, and fostering a culture of inclusivity and acceptance.

7. Congress commits Education International to pursuing these principles in its advocacy work and to supporting member organisations in doing the same at a domestic level.
8. Congress urges member organizations to lead by example, removing barriers and ensuring that people with disabilities can actively participate in union life.